Training Volunteer Water Quality Monitors...

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USA Volunteer Water Monitoring Network Website www.volunteermonitoring.org/

Effective training of volunteer water quality monitors is critical for volunteer competency and

satisfaction, and therefore essential for program success. This factsheet reviews some basic elements

of successful training and provides some tips for improving your training strategy. Links to websites

with more in-depth information are included throughout this document. We suggest that you also

review the materials and links to Extension-associated volunteer water quality monitoring programs

found at our website (http://www.volunteermonitoring.org) for additional resources.

Training Is a Process that Flows

Throughout the Program Typically, we think of training as that time spent in a classroom or out in the

field demonstrating particular methods to new volunteers. However, in order to

be truly effective, it is crucial to integrate training into your entire program.

Each interaction with volunteers can be viewed as an opportunity to reinforce

program elements, whether they are newsletters with tips and reminders,

water festivals, or celebrations of program successes. The National &

Community Service website (http://www.nationalservice.gov) is an excellent

resource for strengthening your program. This website covers the wide range of

volunteer program training needs and in particular extensive publications that

can help to better integrate volunteer training into your overall program.

This is the fifth in a series of factsheet modules which comprise the Guide for Growing Volunteer Monitoring Programs, part

of the National Facilitation of National Institute of Food and Agriculture (NIFA) Volunteer Monitoring Efforts project. Funded

through the USDA NIFA, the purpose of this project is to build a comprehensive support system for Extension volunteer water

quality monitoring efforts nationally. The goal is to expand and strengthen the capacity of existing Extension volunteer

monitoring programs and support development of new groups. Please see http://www.volunteermonitoring.org for more

information.

January 2004

Factsheet V (Updated Nov. 2016)

Elizabeth Herron, Linda Green, Kris Stepenuck, and Kelly Addy

Training Volunteer Water Quality Monitors Effectively

University of Rhode Island University of Wisconsin

“Comprehensive orientation and training programs give volunteers a sense of belonging and of status.

It shows that your organization values them enough to make an investment in them, and helps to

reinforce their commitment to your program.” Seven Steps To Achieve Effective Volunteer Support,

August 13, 1997; Canadian FundRaiser

Components of a Successful Training Program • Orientation (classroom) • Monitoring skills (classroom & field) • Field visits by staff (field) • Quality Assurance / Quality Control testing (lab or field) • Annual refresher / re-certification • Advanced training for experienced volunteers (optional)

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Group Training Typically, training of volunteer water quality

monitors falls into two broad formats – either one

-on-one training or as a larger group. Each format

has its benefits as well as its associated

drawbacks. Sometimes a combination of

approaches can be used to best address your

program needs.

Training volunteers in groups saves time and

money since sessions can be minimized and

centrally located to facilitate travel for both

trainers and volunteers. Group trainings are

especially well suited for orientation sessions. By

their nature, a group training session addresses a

broad range of issues, which can help volunteers

to better understand the reasons for, extent and

value of their participation. This strategy helps put

the whole experience into context and can

stimulate new ideas. These sessions also provide

an opportunity for volunteers to meet others with

similar interests. This opportunity creates a sense

of being part of a program and reassures

volunteers that any challenges they face in

learning something new are not uncommon.

Group sessions also allow new recruits to learn

from each other.

In addition, because some individuals may decide

that they are not interested or able to participate

in a volunteer monitoring program following

orientation, group trainings represent less of a

drain on resources per recruited volunteer than

one-on-one trainings. However, typically in a group

-training environment, unique problems or

characteristics of individual waterbodies or

monitoring sites cannot be fully addressed. That

situation can frustrate some volunteers who may

feel that their specific questions have not been

answered adequately, so follow-up is crucial.

Getting Started:

Group or One-on-One Training?

One-on-one Training One-on-one training is more time consuming and

expensive than group training. It is frequently used

for field training. When field visits to individual

monitoring sites are incorporated into one-on-one

training, monitoring procedures can be learned

under the actual conditions the volunteer will

encounter. This arrangement can help instill greater

confidence, as the volunteer directly relates the

training experience with his or her actual monitoring

environment. One-on-one training can also permit

program coordinators to address unique situations,

allowing customized approaches to monitoring

where necessary.

By combining these two formats, your training

strategy can effectively meet your specific program

needs. For example, the URI Watershed Watch

program orientation session uses the group training

approach focusing on broad water quality and

programmatic issues. Field training sessions rely on

a mixture of approaches, with group training

employed for demonstration of monitoring

procedures, followed by small group and one-on-one

training for specific procedures. Multiple field

sessions are held at a limited number of centralized

sites. URI Watershed Watch has found that this

combined format approach meets the needs of

large numbers of volunteers, while conserving

limited program resources.


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Volunteer monitoring training programs strive to

educate, motivate, and teach skills, while

fostering a sense of loyalty, belonging and a

positive relationship between the program

coordinator and his or her volunteers. The

following are valuable practices to incorporate

throughout your training efforts, and were adapted

from the National Service Resource Center

website (http://nationalserviceresources.org/).


Creating a Good

Training Environment

1. Create an atmosphere that values volunteers, both as individuals and for the work they do.

Treat volunteers as you would an honored guest.

Greet volunteers individually as they arrive and have name tags and training materials ready.

Provide many opportunities for volunteers to contribute their own experience/expertise; and

honor all points of view.

Pay attention to volunteers' physical and emotional well being throughout the training.

Create as attractive a physical environment as possible.

Provide refreshments.

Thank volunteers for their participation in the training.

2. Create community and build personal connections -- among volunteers, between volunteers and the

volunteer coordinator, or between volunteers and staff who are trainers and presenters.

Include an icebreaker, such as having volunteers introduce themselves and indicate why they

are interested in monitoring, in the opening of the training to give people a chance to learn

something about each other.

Create a set of training guidelines with the group to establish mutual respect. For example,

indicate whether you would prefer that questions be held until after the presentation, or have

will respond to raised hands throughout the presentation to address questions as they arise.

If applicable, have participants work in multiple small groups throughout the training.

3. Create opportunities for personal exploration, expression, and growth.

Use an icebreaker and other activities that provide opportunities for volunteers to explore and

express their own values.

Use case studies as opportunities for volunteers to explore local conditions or diverse

environments.

Use small groups as opportunities for quieter people to express themselves.

Begin and end each training with an opportunity to provide feedback.

4. Provide necessary information, skills, and skills practice.

Present and discuss information and skills, incorporating visuals such as slides, PowerPoint

presentations, and demonstrations.

Use case studies with data from the program.

Use small groups to have participants discuss what works well, then report results to the whole

group.

Allow each group member to practice skills until they are comfortable.

Provide handouts and other resource materials.

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First Impressions Count! For many potential volunteers, their first exposure to you and perhaps to water quality monitoring in

general, will be your program orientation session. Therefore it is critical that this orientation be a

positive experience for them! It is the first opportunity for volunteers to see the program in action, set

realistic expectations, form partnerships with other volunteers and program staff, and begin

building a strong sense of ‘team.’

Orientation Session


Ten Tips for Successful Orientation Training (adapted from National & Community Service Resources - http://www.nationalservice.gov)

1. Plan. The better organized you are, the better the orientation will be -- even if you make lots of

changes during the session. The more you systematically consider possible situations and needs,

methods and potential problems, the more confident and flexible you will be.

2. Make your orientation outcome-based. Instead of designing your orientation based on topics to

include, decide what outcomes you want to accomplish. Then pick topics and methods that will

generate these outcomes. Often, one activity can contribute to several outcomes.

3. Make your orientation training truly interactive and experiential. In addition to leaving plenty of

time for questions and answers, use hand-on activities and group discussions as much as

possible. The more volunteers actively participate, the more information they will retain.

4. Carefully choose and thoroughly prepare your presenters. Select presenters for their training skills,

not just their content knowledge. Be sure they know what you expect. Review their

materials and methods before the training. For experts who aren't trainers, use them as

"resources" and facilitate the session yourself.

5. Emphasize teamwork and overall program goals. The strength of most monitoring programs lies in

the long-term and multiple site nature of the data (i.e. the whole is greater than the sum of the

parts). Use icebreakers and community projects to build team spirit and mutual trust.

6. Model the service ethic. Bring in current volunteers to serve as role models and to build on

individual eagerness to serve. Talk about volunteer service directly and honestly.

Communicate realistic expectations.

7. Draw on participants as resources. Assess participants’ skills as well as their training needs. Have

volunteers complete ‘volunteer profile’ forms so that you can learn about their interests and

abilities. Give them opportunities to teach each other when appropriate. Have them co-train in

areas where they have special expertise.

8. Link training with the monitoring assignment. The more the orientation relates to the actual

monitoring assignment, the more volunteers will find it interesting and useful.

9. Check, assess, and evaluate. Throughout the session, ask volunteers for feedback and make

immediate refinements. Assess specific activities and the overall session as a basis for next year’s

changes. Follow up to see if skills learned are retained and used. Use varied evaluation

techniques.

10. Make orientation training the first step in ongoing learning. Link it to in-service sessions, site-

based training, and other knowledge and skill development opportunities.

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Generic Orientation Session Outline • Introductions of presenters and participants • Program purpose, goals and objectives • Basic ecosystem ecology • Data use – how and by whom • Role of volunteers (provide ‘job’ description) • Role of program coordinators / staff • Condition of the waters being monitored • Parameters monitored to assess the condition • Procedures used to measure those parameters (demonstrate if possible) • How the results are reported to volunteers and other data users • Questions and answers, session feedback (include written evaluation)

Training Volunteer Water Quality

Monitors Effectively

Creating Training That Motivates

The Corporation for National and Community Service website found

at http://nationalservice.gov/ offers a range of tools and training for

volunteer and service programs. This is a terrific overall resources,

but links to training materials in particular can be found at http://

www.nationalservice.gov/resources/member -and-volunteer-

development/encorps/member-training-and-development.

This website includes online courses, general resources, sample

forms and training evaluation tools that you can customize to your

program.

Learning Styles, and Other Tips for Teaching

The “Teaching Tips Index” from the Honolulu

Community College is an excellent resource. This

website contains extensive links to web pages

focusing on the full spectrum of teaching and

training skills, research and assessments.

(http://www.honolulu.hawaii.edu/facdev/

guidebk/teachtip/teachtip.htm).

Selected Educational Resources for

Improved Training Programs

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Selected Educational Resources for Improved Training Programs

Extension-Associated Sources:

Photo Credits:

Kris Stepenuck or Water Action Volunteers : pages 1 - 3,

center page 5, pages 6 - 10

Elizabeth Herron: page 5 upper & lower, pages 11 & 12


The Journal of Extension (JOE) is the peer-reviewed journal of the U.S. Cooperative Extension System.

This electronic journal seeks to expand and update the research and knowledge base for Extension

professionals and other adult educators to improve their effectiveness. JOE is entirely web-based and

is available at www.joe.org.

The Water Outreach Education National Facilitation project, also known as the Best Education

Practices (BEPs) project helps natural resource management and outreach professionals choose

appropriate education techniques and resources for their water management programs. The project

website (http://wateroutreach.uwex.edu) contains information on:

1. Study of Provider Needs

2. Model Education Techniques

3. Synthesis of Significant Research

4. Literature Search for Audience-specific BEPs

University of Wisconsin-Extension Program Development and Evaluation Unit’s website provides

resources to aid in the planning, implementation and evaluation of high quality educational and

outreach programs. The index page, located at http://fyi.uwex.edu/programdevelopment/,

provides access to a wide range of resources for evaluation, planning, situational analysis, priority

setting, teaching and learning, self-leadership and diversity in educational programs.

Montana State University has archived Community Development related podcasts focused on a variety

of issues including training for boards, public officials, community leaders and on ethics. Locate at

http://msucommunitydevelopment.org/archives.html, each podcast is presented in Adobe Connect.

Podcasts require Adobe Flash Player which can be downloaded for free at Adobe.com.

“Enhancing Instruction to Connect with Diverse

Audiences ”, PowerPoint presentation, Dallas L.

Holmes EdD, USU Extension, adapted from an

article by Lisa A. Guion and David C. Diehl, Florida

State University Cooperative Extension (https://

extension.usu.edu/diversity/fi les/uploads/

Enhancing%20Instruction.pptx)

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Volunteer Handbook The purpose of this component is to provide the logistics of volunteering with your program.

It should include any legal requirements and other general information of your program, such as: • Program contact information/ Listing of volunteer opportunities / Current programs • Welcome message from the program director • Definition of terms or acronyms • Introduction that includes both a local and national history • Sample forms:

- Insurance/ accident and liability waiver

- Volunteer registration form • Explanation of organizational structure (chart or diagram) • Listing of advisory council or board members • Account of financial structure or funding sources • Volunteer participation policies and procedures • Volunteer rights and responsibilities • Volunteer training requirements -- orientation, field training, in-service/recertification training • Recognition -- events, newsletter, others • Information for volunteers with disabilities -- inclusion and accessibility

This important information can easily be included as a section in a monitoring manual. However,

as it may need to be updated frequently to address annual changes it may be worth creating it as

a stand-alone handbook. Using three-ring binders for holding the handbook can make annual

updates simpler.

Providing volunteers with relevant written materials

that they can review at their leisure is important for

maintaining interest, increasing competence and

for building support of volunteer efforts. These

materials should address two aspects of volunteer

monitoring activities — volunteer information and

monitoring procedures — which can either be

provided as separate booklets, or combined into

one.



Volunteer Handbook / Monitoring

Procedures Manual

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Some elements to consider including in your monitoring manual are: • Basic program information – contacts etc. (or include in Volunteer Handbook) • Program Goals • Safety First! • Water Quality Measurements (Parameters) • Monitoring Site Selection • Water Quality Monitoring Supplies • Water Quality Monitoring Checklist • Program Field Data Sheet • Current Monitoring Schedule • Handling & Transporting Water Samples (chain of custody forms) • How to Monitor • Field data collection • Laboratory analysis (including kits) • A Glossary of Terms • Supplemental Information

Monitoring Procedures Manual Monitoring procedures manuals will necessarily

vary with program goals and requirements, as

well as monitoring methods. Remember when

writing a monitoring manual that your

volunteers will repeatedly turn to it with

questions while they are in the field doing their

monitoring or later when questions arise as a

result of their monitoring efforts. The more

complete it is, the better.

An extensive list of monitoring procedures

manuals developed by Extension and other

programs available via the Internet can be

found in Factsheet IV Designing Your

Monitoring Strategy (http://www.usawater

quality.org/volunteer/pdf/GuideBook/

Designing_Your_Strategy_IV.pdf)

You should review and revise your

monitoring procedures manual regularly to

ensure that it reflects even minor changes

made in monitoring procedures or to

address frequently encountered questions or

problems. Again, the use of a three ring bind-

er can facilitate regular updates.

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Monitors Effectively Getting Wet - Field Training

Getting volunteers out onto (or into) the water is important for developing the confidence needed for

successful volunteer water quality monitors. Many volunteers may have never seen a Secchi disk,

D-net or other common monitoring equipment. Some people may be intimidated by the ‘science’

behind these devices. By allowing them to practice with, and use the monitoring equipment in the

environments they will be monitoring we can demystify some of the technical nature of water quality

monitoring and help volunteers better understand how to monitor their local waters successfully.

Field Training Preparation

Field training is critical for developing the skills and

confidence that volunteers will need to be successful.

Thus, the importance of good preparation cannot be over-

emphasized. Well before your field training itself, and

after the training site has been carefully evaluated and

selected, a comprehensive written checklist should be

developed and used for each session. Be sure to include

equipment and supplies for volunteer safety and comfort

(i.e. first-aid kit, a supply of towels and sweatshirts in

case someone falls in the water, etc.) in addition to

monitoring equipment and supplies. Inspect all your

equipment and supplies in advance, replacing batteries,

reagents or other supplies as needed. Then bring extra

equipment and parts to ensure that you have equipment

that will work. Additional copies of monitoring procedures

manuals and any other written material given to

volunteers previously should be included to ensure that

they are at hand for the training.

The Water Action Volunteers website (http://

watermonitoring.uwex.edu/wav/monitoring/coordinator/

plan.html) contains a section dedicated to helping local

coordinators plan and set-up training sessions. A check-

list to use when planning an event, as well as

sample letters to send to participants, news releases, and

other materials are included.

Generic Field Session Outline • Introduction of trainers and participants • Briefly review what water quality parameters do and do not tell us about the resource • Review safety considerations • Review the monitoring procedures the volunteers will be using • Demonstrate the procedures • Volunteers practice the procedures until they are comfortable with them, and trainers are satisfied

with their competency • Summarize monitoring steps (again) • Answer final questions and concerns • Volunteers take home their equipment to start monitoring immediately

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• Accessibility: Training locations need to be easily found by volunteers, with simple directions or sign-

age provided. If the site is within a park that charges admission, arrangements should be made to

provide complimentary access. Adequate parking should be available with signs to the specific train-

ing site provided if not readily visible from all parking areas. Access to the water needs to be easy,

safe and appropriate to your training needs and the size of your group. Find out if others will have

concurrent use of the site, which might interfere with your training.

• Safety: Safety needs to be on your mind constantly! Things to be cautious of include steep slopes or

unstable banks, poison ivy and other noxious plants, proximity to traffic, and depth or swiftness of

water. Remember also that conditions may change. A site that was perfectly safe during your

advance visit may no longer be because of rainfall or recent growth of poison ivy or even nearby

construction. It is a good idea to have a back-up site available. Arriving early to clean up litter,

especially broken glass, may improve safety considerably.

• Site size: Your field site needs to be large enough to accommodate the number of volunteers, but

not too large. Too large, and volunteers may wander off, or be easily distracted. Too small, the site

will get crowded, and volunteers may not be able to see well or feel comfortable actively

participating. If you will be splitting into smaller groups to practice various skills, will the site

accommodate multiple smaller groups without interfering with each other?

• Aquatic Features: Keeping your training goals in mind, does the site provide enough diversity? Do

streams include the riffles, runs and pools needed to adequately demonstrate the monitoring

techniques planned? Are lakes deep enough for volunteers to practice using your deep sampler,

without taking too long to reach that spot? Or is the site shallow enough to perform all planned

activities safely and successfully?

• Ecological Vulnerability: Is the site a critical or rare habitat? Will volunteers trampling around it

disturb critters or damage the site? Investigate local conditions and unique local concerns. For

example, while conducting a macroinvertebrate training recently Kris Stepenuck learned that

avoiding salmon spawning grounds is a critical element of site selection in the Pacific Northwest,

something not typically encountered in Wisconsin.

• Permission: Is it a public site or private property? Can you get (written) permission to use the site?

Even on public lands, it is always a good idea to coordinate with the agency responsible for

managing the property. There may be special circumstances that may change your assessment of

the site, or you may need agency permission to use the site. Consider this an opportunity to enlist

the involvement of that agency in your program’s efforts.

Identifying appropriate locations for field training

requires consideration of a number of factors.

Advance visits to potential training sites by program

staff are necessary in order to eliminate surprises

and improve the field training experience for both

volunteers and staff alike. Training site factors to

consider include:

Field Training Site Considerations

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Additional Training Tips

• Schedule training sessions carefully

–Be cognizant of religious holidays and school vacations

–Consider offering several sessions, including weekdays for retirees and early evenings for working

folks

–Be aware that volunteers that cannot fit any of your training sessions into their schedules, may not

be able to find time to monitor – regardless of their enthusiasm.

• Avoid ‘learning overload’

–Break topics into manageable chunks

–Repeat information through multiple sessions, and repeat it again

• Make use of ‘experts’

–Provides new perspective

–Gives a change in style and voice

• Provide on-site assistance

–Builds confidence

–Assures technical proficiency

• Once monitoring begins, review and conduct

quality control procedures on data as soon as

possible to provide feedback and provide

retraining as needed.

• Distance: How far away is the site? Will more time be used getting to the site than actually

training? This factor is an especially important consideration if you will be moving right from a class-

room training session into the field component. Will your volunteers be frustrated by the amount of

time it takes to move from one site to the next? Will you need to car pool or provide transportation?

• Season or timing: Some of these features may need to be evaluated in relation to the time of year,

or even date and time that your training will be occurring. For example, will training activities

interfere with the passage of spawning fish or the predators (including anglers) that prey upon

them? It is never a good idea to schedule a training session during opening day of fishing season!

Also, waters that may be safe during dry or warm weather may pose hazards during wet or cold

seasons. Rain events before or on the date of training can also cause problems and may require

that you have alternatives planned. Sites that have plenty of parking on weekdays may not have

any spaces available on weekends or during special events. Roads or waterways may experience

unsafe traffic conditions during specific events (for example opening day of trout season). Hunting

season may represent another consideration when selecting a training site.

• Shelter from inclement weather, cold or the sun: Providing access to an indoor or sheltered

location where volunteers can get in from an unexpected rain storm, cold temperatures or hot sun

can improve the volunteers’ comfort and quality of training. Its harder to learn when you are

uncomfortable.

Field Training Site Considerations (continued)

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What Makes An Effective Training Geoff Dates - River Network

1) A Clear Agenda

Enables participants to know what they will be

doing during the workshop and how what they

are doing at the moment relates to the whole.

a. Workshop goals

b. Agenda items with times

2) A Safe Forum

Put people at ease and make them feel comfortable

actively participating.

a. Icebreaker

b. Room layout that suits the activities

c. Effectively facilitated group dynamics

d. Professional yet relaxed tone

e. Information presented in manageable chunks

3) A Mix of Activities for Different Learning Styles

People learn in different ways: passive listening, verbalizing, and actively doing.

a. Lecture

b. Discussion

c. Brainstorming

d. Hands-on

4) Small and Large Group Activities

Group dynamics, participation, and effectiveness vary greatly with size. Tailor the size to the activity.

a. Small group work for discussion and hands on activities

b. Large groups for sharing or brainstorming

5) Evaluation

Was the workshop effective? What could be improved? This feedback is essential for trainers!

a. Verbal

b. Written

This material is based upon work supported in part by the Cooperative State Research, Education, and Extension Service, US

Department of Agriculture, National Integrated Water Quality Program, under Agreement No. 00-51130-9717. The US Department of

Agriculture (USDA) and this project prohibit discrimination in all its programs and activities on the basis of race, color, national origin, sex,

religion, age, disability, political beliefs, sexual orientation, or marital or family status. (Not all prohibited bases apply to all programs.)

Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.)

should contact USDA’s TARGET Center at 202-720-2600 (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office

of Civil Rights, Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call 202-720-5964 (voice

and TDD). USDA is an equal opportunity provider and employer. Contribution #4034 of the RI Agricultural Experiment Station.

Kris Stepenuck, 802-656-8504

[email protected]

University of Vermont Extension / Sea Grant

81 Carrigan Dr., #312F

Burlington, VT 05405

Robin Shepard, 608-262-1843

[email protected]

University of Wisconsin Extension Service

CONTACTS

Linda Green, 401-874-2905, [email protected]

Arthur Gold, 401-874-2903, [email protected]

Elizabeth Herron, 401-874-4552, [email protected]

Kelly Addy, 401-874-7532, [email protected]

University of Rhode Island

Cooperative Extension

Coastal Institute in Kingston, Rm 105

1 Greenhouse Road

Kingston, RI 02881

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